Teaching, language and inclusion: Analyses of narratives of deaf teachers and hearing teachers who teach deaf students in scientific publications from the northeast region

Abstract

This article aims to analyze narratives about memories/experiences of deaf and hearing teachers who teach deaf students in scientific publications of postgraduate programs in the Northeast region, relating them to the concepts of teaching, language, and inclusion. The object of study is the bilingual education of the deaf from an inclusive perspective. This is a theoretical-bibliographic narrative research to identify which memories/experiences of deaf and hearing teachers who teach deaf students in inclusive schools are intertwined with teaching, language, and inclusion. Results and discussions reveal insecurity, difficulties, communication barriers, and ableism on the part of deaf teachers that are still present in schools that claim to be inclusive; on the part of hearing teachers who teach deaf students, results reveal sensitivity to the inclusive model, despite a difficulty in implementing it in regular education and a resistance to bilingual education (Portuguese-Libras).